In this paper, we use the Child-Centred Ethics framework to critically reflect on the planning, implementation, and impact of twelve (2-4 year) projects with children (ages 2-18 years) in Finland, the UK, India, Japan, and the USA. Our analysis reveals diverse ethical challenges and experiences: adapting materials based on the abilities, interests and agendas of the children, teachers, and schools, considering consent and assent as continuous processes, and exploring impacts beyond the project duration. We also discuss handling data ownership among participants and international collaborators, and managing difficult situations that arise, such as, participants pushing the boundaries of technology and people, technical breakdowns, and in situ negotiations of roles among teachers and researchers. We use our analysis to extend the CCE Framework in two distinct ways; incorporating adult stakeholders and impacts beyond a projects’ lifecycle. Our work contributes to research on ethics in Child-Computer Interaction (CCI) research, addressing how to plan, implement, and create an impact in CCI projects with children.

Children increasingly interact with a myriad of technologies in their everyday lives, yet are seldom invited to envision the future trajectories of these technologies or what futures they want to see. To address this gap, we conducted design futuring workshops with 31 school children in India (ages 10-13 years). Participants imagined future classrooms and the different types of technologies situated within these classrooms. Participants’ resultant socio-technical imaginaries reveal an underlying hope to be empowered in the learning process, underscoring the values of empathy, care, inclusion, and empowerment. Their imaginaries also highlight the everyday problems that concern them the most and how they imagine overcoming them, deliberating also on the role of humans in these futures. Our work contributes to Child-Computer Interaction (CCI) research on engaging children to critically envision their digital futures by illustrating the value of design futuring and socio-technical imaginaries, especially created by an under-represented group, Indian children.